Connecting the Dots: Language Ideologies, Educational (In)Equities, and Multilingual Realities in North America

Session Type: Symposium

Abstract

Faced with political upheavals, schools have been contested spaces where language ideologies are practiced and (re)produced. Given their impact on instructional decisions and student (inter)actions, language ideologies are important to study within and outside classrooms. This symposium invites scholarship that critically examines how such ideologies impact the educational experiences of emergent multilinguals in the U.S. and Canada. It aims to illuminate how and when social and ideological realities facilitate or impede educational achievement. The session includes four studies that interrogate teachers’ perspectives about linguistic practices of emergent multilinguals and uncover their assumptions about social (in)equities in multilingual education. The session provides new research directions in preparing teachers with sociocultural and linguistic awareness and presents practical implications for educators and policymakers.

Sub Unit

• SIG-Language and Social Processes

Chairs

• Huseyin Uysal, Knox College

• Pramod K. Sah, The Education University of Hong Kong

Papers

• Talking the Talk: Language Ideological Positioning in Teachers' Advocacy for Multilingual Learners - Maria Guzman Antelo, University of Virginia; Chris K. Chang-Bacon, University of Virginia

• Navigating Tensions Between Language Ideology and Test Accountability in an English-Only Newcomer School - Rolf Straubhaar, Texas State University

• "Being Bilingual Will Open Doors for Them": French Immersion Educators' Neoliberal Ideologies on Bilingualism - Kelle L. Marshall, Pepperdine University; Wendy D. Bokhorst-Heng, Crandall University

• Examining Language Ideologies Through Teacher Repair Narratives - Aria Razfar, University of Illinois at Chicago; Rebecca Ziegler Rupnick, University of Illinois at Chicago

Discussants

• Jeff MacSwan, University of Maryland

• Sylvie Roy, University of Calgary